appendix 1 1) syllabus standard competence: speaking 3. to

50

Appendix 1

1) SYLLABUS SCHOOL : MA. Miftahut Thullab

SUBJECT : ENGLISH

CLASS/SEMESTER : XI/I

TIME ALLOCATION : 12 x 45 minute

Standard Competence: Speaking

3. To express functional meaning in the transactional and interpersonal formal and

sustained in the context of everyday life.

Basic

Competence

Materials Learning

Activity

Indicators Instruments Time

Allocation

Sources

Techniques Instrument

Forms

Example of

instrument

3. 1 To express

functional

meaning in the

transactional (to

get things done)

and

interpersonal

conversation

(giving opinion,

asking opinion,

expressing

satisfaction and

dissatisfaction)

Expression:

giving

opinion,

asking

opinion,

expressing

satisfaction

and

dissatisfaction.

Making

conversatio

n in pairs in

front of the

class.

The students

are able to

make

conversation

in pairs using

giving

opinion,

asking

opinion,

expressing

satisfaction

and

dissatisfaction.

Spoken Spoken Make

conversation

in pairs using

the free

theme

in front of

the class.

6 X 45

minutes Expressi

on in

English

for

Better

Life XI

book.

51

3.2 To express

functional

meaning in the

transactional (to

get things done)

and

interpersonal

conversation

(expressing

relief,

expressing pain

and expressing

pleasure).

Expression:

expressing

relief,

expressing

pain and

expressing

pleasure.

Making

conversatio

n in pairs in

front of the

class.

The students

are able to

make

conversation

in pairs using

expressing

relief,

expressing

pain and

expressing

pleasure.

Spoken Spoken Make

conversation

in pairs using

the free

theme

in front of

the class.

6 X 45

minutes Expressi

on in

English

for

Better

Life XI

book.

52

2) INSTRUMENT OF PRETEST & POSTTEST

DIRECTION!

Prepare a dialogue with a partner. Theme is free. Then, come forward and

practice it in front of the class in 10 minutes!

53

3) SPECIFICATION OF TEST

The Table of Specification of Test of the Speaking Ability of the Eleventh Grade Students

of MA Miftahut Thullab in the Academic Year 2012/2013

Standard

Compete

nce

Basic

Competence

Indicat

ors

Material No. item

of test

Number

of items

3. To

express

functional

meaning

in the

transactio

nal and

interperso

nal formal

and

sustained

in the

context of

everyday

life.

3. 1 To

express

functional

meaning in

the

transactional

(to get things

done) and

interpersonal

conversation

(giving

opinion,

asking

opinion,

expressing

satisfaction

Th

e

stud

ents

are

able

to

mak

e

con

vers

atio

n in

pair

s

Expression: giving opinion, asking opinion, expressing

satisfaction and dissatisfaction.

Expression: expressing relief, expressing pain and expressing

pleasure.

Spoken Spoken

54

and

dissatisfactio

n).

3.2 To

express

functional

meaning in

the

transactional

(to get things

done) and

interpersonal

conversation

(expressing

relief,

expressing

pain and

expressing

pleasure).

usin

g

givi

ng

opin

ion,

aski

ng

opin

ion,

expr

essi

ng

satis

facti

on

and

diss

atisf

acti

on.

T

he

stud

ents

are

55

able

to

mak

e

con

vers

atio

n in

pair

s

usin

g

expr

essi

ng

relie

f,

expr

essi

ng

pain

and

expr

essi

ng

plea

sure

57

LESSON PLAN 1

School : MA Miftahut Thullab

Subject : English

Class/Semester : XI/ I

Time : 2 x 45 minutes

A. Standard of Competence:



B. Based of Competence

3.1 To express functional meaning in the transactional (to get things done) and

interpersonal conversation (giving opinion and asking opinion).

C. Indicator:

* To understand of using giving opinion and asking opinion in making

conversation

through Conversational “Tennis” technique.

D. Objectives of Learning:

After the learning process, students are expected to be able to:

* Improve their speaking, especially in making conversation using giving opinion

and

asking opinion.

* Speak up using giving opinion and asking opinion through Conversational

“Tennis”

technique.

58

E. Material of Learning:

There are some examples of giving opinion and asking opinion. They are as

follows:

F. Method and model of Learning: Three phase technique

G. Procedure of Teaching:

No Activities Time Method

1. Opening:

1. Greetings:

Teacher: “Good Morning, Students”

Students: “Good Morning, Mom”

Teacher: “Who is absent today?”

Etc.

2. Introduction

3. Teacher gives an overview of the screening

10 minutes Question

and

answer

2. Main activity: 25 minutes Listening

Asking for someone’s opinion:

What‟s your view?

What‟s your opinion?

What do you think?

What do you feel?

What about ....?

How do you feel about ...?

What is your reaction to ...?

Do you have any opinion on ...?

Don‟t you think ...? (very polite)

What do you think about ...?

What are your feelings about ...?

Giving an opinion:

From where I stand, ....

Well, to my mind ...

I‟m convinced that ....

I consider ....

59

a. Exploration (Teacher gives some instructions to

the students how to do the assignment that given

by Conversational “Tennis”).

- Firstly, before doing speaking the teacher

gives some instructions to the students about

how to make conversation using asking

opinion and giving opinion through

Conversational “Tennis”.

- Secondly, the teacher asks the students to do

the first step in Conversational “Tennis”. It is

called look for any information. Here, the

students collect some information using

asking opinion, for example: What do you

think about my new ribbon?

- Thirdly, the teacher asks the students to do

the second step in Conversational “Tennis”. It

is called show of interest. Here, the students

aswer the question using show of interest,

such as: Did you?, Wow?, or Really?

- Fourth, the teacher asks the students to do the

third step in Conversational “Tennis”. It is

called continuing to look for information.

Here, the students use asking question or

giving opinion to look for some information

again.

- Fifth, the example of using asking opinion

and giving opinion through Conversational

“Tennis”:

and

speaking

60

A: “What do you think about my new hat?”

B: “Well, to my mind it suits you.

A: “Really?”

B: etc

b. Elaboration (teacher gives the assignment to the

students in pairs)

- The students use the first step of

Conversational “Tennis” using asking for

someone‟s opinion to their friend.

- Next, the students must answer the question

using the second steps or third step of

Conversational “Tennis” quickly and

correctly.

- Then, the students continue that conversation

like playing tennis. They try to follow these

rules as much as possible, batting the

conversational „ball‟ back and forth as much

as possible, without letting drop.

40 minutes Discussion

and practice

c. Confirmation:

- Teacher gives chance to the students to ask

the material more.

10 minutes Questions

and answer

3.

Closing:

- Teacher gives some motivations to the students.

- Teacher says good bye to the students.

5 minutes

5

H. Source and media:

61

English for Better Life XI

I. Assessment: Speaking form

Scoring in Essay Rubric

No Essay Score

1.

2.

3.

4.

5.

Pronunciation

Grammar

Vocabulary

Fluently

Comprehension

5

5

5

5

5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 16th

, 2012

English Teacher Practitioner

Alha Rahmatina, S.Pd St. Niswatul Aliyah

Acknowledged by

The Headmaster of MA Miftahut Thullab

Sufa’at, S.Ag.

62

LESSON PLAN 2


Subject : English








interpersonal conversation (expressing satisfaction and expressing

dissatisfaction).

C. Indicator:

* To understand of using expressing satisfaction and expressing dissatisfaction in

making conversation through Conversational “Tennis” technique.



* Improve their speaking, especially in making conversation using expressing

satisfaction and expressing dissatisfaction.

* Speak up using expressing satisfaction and expressing dissatisfaction through

Conversational “Tennis” technique.


63

There are some examples of expressing satisfaction and expressing

dissatisfaction. They are as follows:




1. Opening:

1. Greetings:




Etc.

2. Introduction


10 minutes Question

and

answer

2. Main activity:





25 minutes Listening

and

speaking

Expressing satisfaction:

I‟m very pleased with ....

I‟m so happy about this.

What a beautiful story!

It is with great pleasure that ....

It gives me great satisfaction ....

Thank you, Sir.

I can‟t think of anything better.

Expressing Dissatisfaction:

It is disappointing that ....

What an awful meeting!

It‟s not as good as I thought.

What else do you think I should

do?

64


how to make conversation using expressing

satisfaction and expressing dissatisfaction

through Conversational “Tennis”.





expressing satisfaction and expressing

dissatisfaction, for example: What else do

you think I should do?




answer the question using show of interest,





Here, the students use expressing satisfaction

and expressing dissatisfaction to look for

some information again.

- Fifth, the example of using expressing


through Conversational “Tennis”:

A: “What else do you think I should do?”

B: “Yup, be patient guys!”

A: “What?”

B: etc

65


students in pairs)


Conversational “Tennis” using expressing

satisfaction and expressing dissatisfaction to

their friends.




correctly.







and practice

c. Confirmation:


the material more.


and answer

3.

Closing:



5 minutes

i.



66



No Essay Score

1.

2.

3.

4.

5.

Pronunciation

Grammar

Vocabulary

Fluently

Comprehension

5

5

5

5

5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 16th

, 2012



Acknowledged by


Sufa’at, S.Ag.

67

LESSON PLAN 3


Subject : English








interpersonal conversation (giving opinion, asking opinion, expressing

satisfaction and expressing dissatisfaction).

C. Indicator:

* To understand of using giving opinion, asking opinion, expressing satisfaction

and

expressing dissatisfaction in making conversation through Conversational

“Tennis”

technique.



* Improve their speaking, especially in making conversation using giving opinion,

asking opinion, expressing satisfaction and expressing dissatisfaction.

* Speak up using giving opinion, asking opinion, expressing satisfaction and

expressing dissatisfaction through Conversational “Tennis” technique.

68


There are some examples of giving opinion, asking opinion, expressing

satisfaction

and expressing dissatisfaction. They are as follows:




1. Opening:

1. Greetings:



10 minutes Question

and

answer


What‟s your view?


What do you think?

What do you feel?

What about ....?

How do you feel about ...?

What is your reaction to ...?

Do you have any opinion on ...?

Don‟t you think ...? (very polite)

What do you think about ...?

What are your feelings about ...?

Giving an opinion:



I‟m convinced that ....

I consider ....





It is with great pleasure that ....

It gives me great satisfaction ....

Thank you, Sir.

I can‟t think of anything better.



What an awful meeting!

It‟s not as good as I thought.


do?

69


Etc.

2. Introduction


2. Main activity:



by Conversational “Tennis” again in order the

students understand it well).



how to make conversation using asking

opinion, giving opinion, expressing




the first step in Conversational “Tennis”. It

is called look for any information. Here, the



think about my new ribbon? Or using

expressing satisfaction and expressing

dissatisfaction, such as: What else do you

think I should do?


the second step in Conversational “Tennis”.

It is called show of interest. Here, the

students answer the question using show of

interest, such as: Did you?, Wow?, or


and

speaking

70

Really?

- Fourth, the teacher asks the students to do

the third step in Conversational “Tennis”. It

is called continuing to look for information.

Here, the students use asking question or

giving opinion and expressing satisfaction

or expressing dissatisfaction to look for

some information again.

- Fifth, the example of using asking opinion,

giving opinion, expressing satisfaction and

expressing dissatisfaction through

Conversational “Tennis”:



A: “Really?”

B: “What about you?”

A: “It‟s not as good as I thought.”

B: “What do you mean?”

A: “There is hole in my new hat. Look at

this!”

B: “Ups....”

A: etc


students in pairs)


Conversational “Tennis” using asking for

someone‟s opinion or expressing

satisfaction and expressing dissatisfaction to

their friend.


and practice

71




correctly.

- Then, the students continue that

conversation like playing tennis. They try to

follow these rules as much as possible,

batting the conversational „ball‟ back and

forth as much as possible, without letting

drop.

c. Confirmation:


the material more.


and answer

3. Closing


- teacher says good bye to the students.

5 minutes





No Essay Score

1. Pronunciation 5

72

2.

3.

4.

5.

Grammar

Vocabulary

Fluently

Comprehension

5

5

5

5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 17th

, 2012



Acknowledged by


Sufa’at, S.Ag.

73

LESSON PLAN 4


Subject : English








interpersonal conversation (expressing relief and expressing pain).

C. Indicator:

* To understand of using expressing relief and expressing pain in making

conversation through Conversational “Tennis” technique.




relief

and expressing pain.

* Speak up using expressing relief and expressing pain through Conversational

“Tennis” technique.


74

There are some examples of expressing relief and expressing pain. They are as

follows:




1. Opening:

1. Greetings:




Etc.

2. Introduction


10 minutes Question

and

answer

2. Main activity:

a. Exploration (Teacher gives some instructions

to the students how to do the assignment that

given by Conversational “Tennis”).


gives some instructions to the students

about how to make conversation using

expressing relief and expressing pain

25 minutes

Listening

and

speaking

Expressing relief:

Oh, I‟m glad it‟s done.

Oh, that‟s all right then.

Thank God for that.

Oh, what a relief!

Expressing pain:

Ouch!!!

75


- Secondly, the teacher asks the students to

do the first step in Conversational

“Tennis”. It is called look for any

information. Here, the students collect

some information using expressing relief

or expressing pain, for example: Oh, I‟m

glad it‟s done!


the second step in Conversational

“Tennis”. It is called show of interest.

Here, the students answer the question

using show of interest, such as: Did you?,

Wow?, or Really?


the third step in Conversational “Tennis”.

It is called continuing to look for

information. Here, the students use

expressing relief and expressing pain to

look for some information again.


relief and expressing pain through

Conversational “Tennis”:

A: “Oh, I‟m glad it‟s done.”

B: “Good for you.”

A: “Really?”

B: etc

b. Elaboration (teacher gives the assignment to 40 minutes Discussion

76

the students in pairs)



relief and expressing pain to their friend.

- Next, the students must answer the

question using the second steps or third

step of Conversational “Tennis” quickly

and correctly.


conversation like playing tennis. They try

to follow these rules as much as possible,



drop.

and practice

c. Confirmation:


the material more.


and answer

3. Closing:



5 minute





77

No Essay Score

1.

2.

3.

4.

5.

Pronunciation

Grammar

Vocabulary

Fluently

Comprehension

5

5

5

5

5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 17th

, 2012



Acknowledged by


Sufa’at, S.Ag.

78

LESSON PLAN 5


Subject : English








interpersonal conversation (expressing pleasure).

C. Indicator:

* To understand of using expressing pleasure in making conversation through

Conversational “Tennis” technique.




pleasure.

* Speak up using expressing pleasure through Conversational “Tennis” technique.


There are some examples of expressing pleasure. They are as follows:

79




1. Opening:

1. Greetings:




Etc.

2. Introduction


10 minutes Question

and

answer

2. Main activity:

a. Exploration (Teacher gives some instructions

to the students how to do the assignment that

given by Conversational “Tennis”).


gives some instructions to the students

about how to make conversation using


and

speaking

Expressing pleasure:

I‟m glad you like it.

Isn‟t this great?

I‟m delighted to hear that.

It gives me great pleasure to hear that.


I‟m very pleased.

80

expressing pleasure through


- Secondly, the teacher asks the students to

do the first step in Conversational

“Tennis”. It is called look for any

information. Here, the students collect

some information using expressing

pleasure, for example: Isn‟t this great?


the second step in Conversational

“Tennis”. It is called show of interest.

Here, the students answer the question

using show of interest, such as: Did you?,

Wow?, or Really?


the third step in Conversational “Tennis”.

It is called continuing to look for

information. Here, the students speak up

using expressing pleasure to look for some

information again.


pleasure through Conversational “Tennis”:

A: “What do you think about my new

hat?”


A: “I‟m delighted to hear that?”

B: “Really?”

A: etc

b. Elaboration (teacher gives the assignment to

the students in pairs)



and

practice

81


pleasure to their friend.

- Next, the students must answer the

question using the second steps or third

step of Conversational “Tennis” quickly

and correctly.


conversation like playing tennis. They try

to follow these rules as much as possible,



drop.

c. Confirmation:


the material more.


and answer

3. Closing:



5 minute





No Essay Score

1.

2.

3.

Pronunciation

Grammar

Vocabulary

5

5

5

82

4.

5.

Fluently

Comprehension

5

5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 18th

, 2012



Acknowledged by


Sufa’at, S.Ag.

83

LESSON PLAN 6


Subject : English








interpersonal conversation (giving opinion, asking opinion, expressing

satisfaction and dissatisfaction).


interpersonal conversation (expressing relief, expressing pain and expressing

pleasure).

C. Indicator:

* To understand of using giving opinion, asking opinion, expressing satisfaction

and

dissatisfaction in making conversation through Conversational “Tennis”

technique.

* To understand of using expressing relief, expressing pain and expressing

pleasure in making conversation through Conversational “Tennis” technique.

84



* Improve their speaking, especially in making conversation using giving opinion,

asking opinion, expressing satisfaction and dissatisfaction.


relief,

expressing pain and expressing pleasure.

* Speak up using giving opinion, asking opinion, expressing satisfaction and

dissatisfaction through Conversational “Tennis” technique.

* Speak up using expressing relief, expressing pain and expressing pleasure

through



There are some examples of giving opinion and asking opinion, expressing

satisfaction, dissatisfaction, expressing relief, expressing pain and expressing

pleasure. They are as follows:


Expressing pleasure:

I‟m glad you like it.

Isn‟t this great?

I‟m delighted to hear that.

Expressing relief:

Oh, I‟m glad it‟s done.

Oh, that‟s all right then.

Thank God for that.

Oh, what a relief!

Expressing pain:

Ouch!!!


What‟s your view?


What do you think?

What do you feel?

What about ....?

Giving an opinion:










do?

85



1. Opening:

1. Greetings:




Etc.

2. Introduction


10 minutes Question

and

answer

2. Main activity:






how to make conversation using seven

expressions that have explained in first until

fifth meeting through Conversational

“Tennis”.






think about my new ribbon?



and

speaking

86



answer the question using show of interest,





Here, the students use seven expressions that

have explained in first until fifth meeting to

look for some information again.

- Fifth, the example of using seven expressions

that have explained in first until fifth meeting

through Conversational “Tennis”:



A: “Really?”

B: “What about you?”

A: “It‟s not as good as I thought.”

B: “What do you mean?”

A: “There is hole in my new hat. Look at

this!”

B: “Ups....”

A: “Yup, I wanna sew it first, wait a

moment!”

B: “I‟m delighted to hear that, guys.”

A: “Ouch!!! My hand is bleeding.

B: “Take care, guys!”

A: “Oh, I‟m glad it‟s done.”

B: “Wow?”

87

A: “Any problems?”

B: “Good jobs, I mean. Hee.”

A: etc.


students in pairs)


Conversational “Tennis” using seven

expressions that have explained in first until

fifth meeting to their friend.




correctly.







and practice

c. Confirmation:


the material more.


and answer


3.

Closing:



5 minutes

i.

88




No Essay Score

1.

2.

3.

4.

5.

Pronunciation

Grammar

Vocabulary

Fluently

Comprehension

5

5

5

5

5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 18th

, 2012



Acknowledged by


Sufa’at, S.Ag.

89

Appendix 2

The Students’ Names of the Eleventh Grade Students of MA Miftahut

Thullab in the Academic Year 2012/2013.

No. The Students’ Name 1. SITI NUR KHAMIDAH

2. LISKHA KURNIAWATI

3. TUTUT ASLICHATUN NAJA

4. SRI WULANDARI

5. SITI AINUN NAFIS

6. ST WATIK ATUN ROFIAH

7. SITI JUMILAH

8. SITI IKHDA HIMATUL ULYA

9. AHMAD FUAD SYAIFURRAHIM

10. SRI YANTO

11. SUPRIYANTO

12. M. JAROT RIYADI

13. BAHARUDDIN HASAN

14. KISTONO

15. MUJI LESTARI

16. DONI EKO PRASETYO

17. SITI MU'ALIMAH

18. ELA RISTIKA

19. SITI NURUL ANIFAH

20. SRIE PUJIATI

21. WAHIDURROHMAN

22. SAFIRA UTHFIA AROFA

23. TORIKOTIN NIKMAH

24. LENI WIDIAWATI

25. M. NUR KAMAL

26. M. NASRUDDIN

27. M. KHAKKUL ULYA

28. M. KHOIRUL ANAM

29. SRI MARDIANINGSIH

90

Appendix 3

The Score of the Speaking Ability of the Eleventh Grade Students of MA

Miftahut Thullab in the Academic Year 2012/2013 before being Taught by

Using Conversational “Tennis”.

Student

Number

Element of Speaking

Total

Score

Pronunciation Grammar Vocabulary Fluency Comprehension 1. 3 5 5 3 2 72

2. 5 5 4 1 4 76

3. 5 5 4 3 3 80

4. 4 5 4 2 5 80

5. 5 5 4 4 2 76

6. 5 5 4 3 3 80

7. 5 5 4 1 4 76

8. 4 3 4 3 3 68

9. 4 4 4 3 2 68

10. 4 4 4 2 3 68

11. 3 5 5 3 2 72

12. 4 2 5 2 3 64

13. 3 4 4 2 2 60

14. 5 4 2 3 2 64

15. 4 3 2 2 5 64

16. 3 2 4 3 2 60

17. 2 5 4 2 3 64

18. 5 5 4 3 4 84

19. 4 4 4 3 2 68

20. 4 4 4 2 3 68

21. 3 2 4 3 2 60

22. 3 5 5 3 2 72

23. 3 5 5 2 3 72

24. 4 3 2 2 4 72

25. 4 4 4 3 2 68

26. 5 4 2 3 2 64

27. 3 5 5 3 2 72

28. 5 5 4 4 2 76

29. 5 5 4 4 2 76

Note:

From the table above, the writer shows that,

The Maximal Score is 84

The Minimal Score is 60

91

Appendix 4

The Calculation of Mean and Standard of Deviation of the Pretest Measuring

the Speaking Ability of the Eleventh Grade Students of MA Miftahut

Thullab in the Academic Year 2012/2013 before being Taught by Using


a. The Number of Interval

The number of interval = 1 + (3.3) log N

= 1 + (3.3) log 29

= 1 + (3.3) 1,46

= 1 + 4.818

= 5.818

= 6

b. Interval Width (i)

ervalofnumberthe

scorelowestthescorehigestthe

inti

6

6084i

i = 4

6

24i

92

c. Mean


Miftahut Thullab in the Academic Year 2012/2013 before being Taught by


Interval

Score

F X Fx x' )f(x' 2)(x' 2)f(x'

84-87 1 84 84 3 3 9 9

80-83 3 80 240 2 6 4 12

76-79 5 76 380 1 5 1 5

72-75 6 72 432 0 0 0 0

68-71 6 68 408 -1 -6 1 6

64-67 5 64 320 -2 -10 4 20

60-63 3 60 180 -3 -9 9 27

Total 29 2,044 -11 28 79

N

fx = )X(Mean

29

044,2X

X = 70.48

d. Standard of Deviation

The Standard of Deviation of Pretest Score Measuring the Speaking

Ability of the Eleventh Grade Students of MA Miftahut Thullab in the

Academic Year 2012/2013 before being Taught by Using Conversational

“Tennis”.

Standard of Deviation → i

22

N

)f(x'

N

)f(x' = SD

93

4

2

29

11

29

79 =

4 2)38.0(7.2 =

4 )1444.0(7.2 =

4 5556.2 =

= 1.264

From the calculation above, the Mean of the Pretest measuring the speaking

ability of the eleventh grade of MA Miftahut Thullab in the academic year

2012/2013 before being taught by using Conversational “Tennis” is 70.48 and the

Standard of Deviation is 1.264.

94

Appendix 5


Miftahut Thullab in the Academic Year 2011/2012 after being Taught by


Student

Number

Element of Speaking

Total

Score

Pronunciation Grammar Vocabulary Fluency Comprehension 1. 5 5 4 3 3 80

2. 5 5 4 3 4 84

3. 5 5 4 4 3 84

4. 5 5 4 4 4 88

5. 5 5 4 3 4 84

6. 5 4 4 5 4 88

7. 5 5 4 3 4 84

8. 5 5 4 1 4 76

9. 5 4 4 2 4 76

10. 4 5 4 3 3 76

11. 5 5 4 3 3 80

12. 5 5 4 1 4 76

13. 4 3 4 3 3 68

14. 3 3 4 3 5 72

15. 4 5 4 3 2 72

16. 4 3 4 3 3 68

17. 3 5 5 3 2 72

18. 5 5 5 4 4 92

19. 5 4 4 2 4 76

20. 5 5 3 2 4 76

21. 3 3 4 3 5 72

22. 5 5 4 3 3 80

23. 5 5 4 4 3 80

24. 5 5 4 3 3 80

25. 5 5 4 3 3 80

26. 5 5 4 1 4 76

27. 4 5 4 4 3 80

28. 5 5 4 4 3 84

29. 5 5 4 4 3 84

Note:

From the table above, the writer shows that,

The Higher Score is 92

The Lowest Score is 68

95

Appendix 6

The Calculation of Mean and Standard of Deviation of the Posttest

Measuring the Speaking Ability of the Eleventh Grade Students of MA



a. The Number of Interval

The number of interval = 1 + (3.3) log N

= 1 + (3.3) log 29

= 1 + (3.3) 1.46

= 1 + 4.818

= 5.818

= 6

b. Interval Width (i)

ervalofnumberthe

scorelowestthescorehigestthe

inti

6

6892i

6

24i

i = 4

c. Mean

96




Interval

Score

F X Fx x' )f(x' 2)(x' 2)f(x'

92-95 1 92 92 3 3 9 9

88-91 2 88 178 2 4 4 8

84-87 6 84 504 1 6 1 6

80-83 7 80 560 0 0 0 0

76-79 7 76 532 -1 -7 1 7

72-75 4 72 288 -2 -8 4 16

68-71 2 68 136 -3 -6 9 18

Total 29 2,290 -8 30 64

N

fx = )X(Mean

29

290,2X

X = 78.96

d. Standard of Deviation

The Standard of Deviation of Posttest Score Measuring the Speaking

Ability of the Eleventh Grade Students of MA Miftahut Thullab in the

Academic Year 2012/2013 after being Taught by Using Conversational

“Tennis”.

Standard of Deviation → i

22

N

)f(x'

N

)f(x' = SD

4

2

29

8

29

64 =

97

4 2)275.0(206.2 =

4 075.0206.2 =

4 131.2 =

= 1.2082

From the calculation above, the Mean of the Posttest measuring the speaking

ability of the eleventh grade students of MA Miftahut Thullab in the academic

year 2012/2013 after being taught by Using Conversational “Tennis” is 78.96 and

the Standard of Deviation is 1.2082.

98

Appendix 7

The Calculation of t-test of the Speaking Ability of the Eleventh Grade

Students of MA Miftahut Thullab in the Academic Year 2012/2013 Taught

by Using Conversational “Tennis”.

Subjects’

Number Pretest Score

Posttest

Score D D

2

1. 72 80 8 64

2. 76 84 8 64

3. 80 84 4 16

4. 80 88 8 64

5. 76 84 8 64

6. 80 88 8 64

7. 76 84 8 64

8. 68 76 8 64

9. 68 76 8 64

10. 68 76 8 64

11. 72 80 8 64

12. 64 76 12 144

13. 60 68 8 64

14. 64 72 8 64

15. 64 72 8 64

16. 60 68 8 64

17. 64 72 8 64

18. 84 92 8 64

19. 68 76 8 64

20. 68 76 8 64

21. 60 72 12 144

22. 72 80 8 64

23. 72 80 8 64

24. 72 80 8 64

25. 68 80 12 144

26. 64 76 12 144

27. 72 80 8 64

28. 76 84 8 64

29. 76 84 8 64

∑D = 244 ∑D2

= 2128

99

1)-N(N

N

DD

D = t

2

2

o

1)-29(29

29

244128,2

29

244

= t2

o

812

29

59536128,2

8.413 = to

812

966.2052128,2

8.413 = to

812

034,75

8.413 = t o

092.0

8.413 = t o

303.0

8.413 = to

27.765 = t o

Based on the calculation above, the writer concludes that it is found t-

observation 27.765 in the level of significance (α) 0.05 and the degree of freedom

(df) 28 which is gained from N-1 t- table is 2.05 there is any significant difference

between the speaking ability of the eleventh grade students of MA Miftahut

100

Thullab in the academic year 2012/2013 before and after being taught by using


101

Appendix 8

The Value of t-table for any Number Degree of Freedom

Degree of

Freedom (df) Value off on the level of significance

5% 1%

1 12.7 63.66

2 4.30 9.92

3 3.18 5.84

4 2.78 4.60

5 2.57 4.03

6 2.45 3.71

7 2.36 3.50

8 2.31 3.36

9 2.26 3.25

10 2.23 3.17

11 2.20 3.11

12 2.18 3.06

13 2.16 3.01

14 2.14 2.98

15 2.13 2.95

16 2.12 2.92

17 2.11 2.88

18 2.10 2.89

19 2.09 2.86

20 2.09 2.84

21 2.09 2.83

22 2.08 2.82

23 2.07 2.81

24 2.07 2.80

25 2.06 2.79

26 2.06 2.78

27 2.06 2.77

28 2.05 2.76

29 2.05 2.76

30 2.04 2.75

35 2.04 2.72

40 2.03 2.71

45 2.02 2.69

50 2.02 2.68

60 2.01 2.65

70 2.00 2.65

80 1.99 2.64

90 1.99 2.63

102

100 1.98 2.63

125 1.98 2.62

Continued

Degree of

Freedom (df) Value off on the level of significance

5% 1%

150 1.98 2.61

200 1.97 2.60

300 1.97 2.59

400 1.97 2.59

500 1.96 2.59

1000 1.96 2.58

*taken from: Henry E. Garet, op.cit. (p.427)

Tile writer only cities the value of t-table on tile level

Significance 5% and 1%

Pengantar Statistik Pendidikan

103

Appendix 9

DOCUMENTATION

104

YAYASAN PENDIDIKAN ISLAM DARMOYOSO (YAPIDA)

MADRASAH Aliyah

“ MIFTAHUT THULLAB “ Jl. Raya Pati Purwodadi Km.20, Cengkalsewu Sukolilo Pati 59172 email

[email protected]

SURAT KETERANGAN Nomor: MA.k/PP.001/587/427/VIII/2012

Yang bertanda tangan dibawah ini :

Nama : H. Sufa’at, S.Ag

Jabatan : Kepala Sekolah

Unit Kerja : MA Miftahut Thullab

Menerangkanbahwa :

Nama : St. Niswatul Aliyah

NIM : 2008-32-118

Program Studi : Bahasa Inggris

Mahasiswa tersebut benar-benar telah melakukan penelitian di MA Miftahut

Thullab terhitung mulai bulan Juli s/d Agustus 2012 dengan judul “The Speaking

Ability of the Eleventh Grade Students of MA Miftahut Thullab in the Academic

year 2012/2013 Taught by Using Conversational ”Tennis” ”.

Demikian surat keterangan ini dibuat sehingga dapat digunakan seperlunya.

Pati, 30 Agustus 2012

Kepala MA Miftahut Thullab

H. Sufa’at, S.Ag

mailto:[email protected]

105

STATEMENT

I, NISWA (NIM: 200832118) state that

My skripsi entitled:

THE SPEAKING ABILITY OF THE ELEVENTH GRADE STUDENTS OF

MA MIFTAHUT THULLAB THE ACADEMIC YEAR 2012/2013

TAUGHT BY USING CONVERSATIONAL “TENNIS”

Is indeed the scientific work of mine, not that of others. I just take some certain

quotations from others‟ scientific works as my references.

I am fully responsible for this statement.

Kudus, August 18th

, 2012

ST. NISWATUL ALIYAH

NIM. 200832118

106

CURRICULUM VITAE

I, Niswa, was born on June 5th

, 1989 in Pati. I am the last child

MUSLIHUDDIN.

I graduated from elementary school in 2002, junior high school in 2005,

and senior high school in 2008. In the next year (2008), I then continued my study

at English Education Department, Teacher Training and Education Faculty, Muria

Kudus University.

When I was in the seventh semester, I already joined the teaching practice

in SMP 1 JATI KUDUS. After graduating from Muria Kudus University, I plan to

keep on teaching English, since I have already enjoyed being an English teacher.

107

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS

UNIVERSITAS MURIA KUDUS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kampus Gondangmanis Bae Kudus PO.Box 53 Telp/Fax. 0291-438229

KETERANGAN SELESAI BIMBINGAN

Yang bertanda tangan dibawah ini mahasiswa:

Nama : St. NISWATUL ALIYAH

NIM/Semester : 2008-32-118 / IX

Program Studi : Bahasa Inggris

Telah selesai dalam menjalani bimbingan skripsi yang berjudul:

“The Speaking Ability of the Eleventh Grade Students of MA Miftahud Thullab

in the Academic Year 2012/2013 Taught by Using Conversational “Tennis” ”.

Demikian surat keterangan ini dibuat untuk mengajukan permohonan ujian

terakhir.

Kudus, September 2012

Pembimbing II Pembimbing I

Nuraeningsih, S.Pd, M.Pd Dra. Sri Endang Kusmaryati,

M.Pd

0610701000001201 0610701000001009

appendix 1 1) syllabus standard competence: speaking 3. to

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